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Course Title: Biology Unit: Evolution Glenbard District 87 Unit Title: Evolution Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? 12: Understand the fundamental concepts, principles and interconnection of the life, physical and earth/space sciences. 12.11.25: Understand that natural selection acts on the phenotype not the genotype of an organism. 12.11.27: Understand that variation within a species increases the likelihood that at least some members of a species will survive and reproduce under changed natural environmental conditions. 12.11.28: Understand that reproductive or geographic isolation can lead to speciation. 12.11.29: Understand that the millions of different species of plants, animals, and microorganisms that live on Earth today are related to each other by descent from common ancestors and that biological classifications are based on how organisms are related. 12:11:30: Understand how to analyze fossil evidence with regard to mass extinction, episodic speciation, and biological diversity. Understanding(s): Students will understand that… Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning? -‐evolution is a change in the genetic makeup of a population over time. -‐natural selection is a mechanism of evolutionary change. -‐all scientific evidence supports the theory of evolution (molecular, homology, embryology, fossils, etc). Knowledge: Students will know… -‐Charles Darwin’s studies (Descent with Modification and Natural Selection). -‐the relationship between genes and evolution including gene pools, genetic drift, and gene flow. -‐how the fossil record, homologous structures, vestigial structures, similarities in development, and biochemical evidence support evolution. 1. What is the evidence for evolution? 2. What are the processes through which evolution occurs? 3. How is evolution a unifying theme of biology? 4. How can populations evolve to form new species? Skills: Students will be able to … -‐compare homologous, analogous, and vestigial structures. -‐draw conclusions about evolution of an organism given a piece of evolutionary evidence. -‐explain why variation is important to evolution. -‐explain how DNA evidence supports common ancestry of organisms. -‐identify the patterns and processes of evolution including speciation and extinction.
